What are two reasons for teaching students to count from numbers other than one?
What will be an ideal response?
One reason for teaching students to count from numbers other than one is that counting from numbers other than one saves time when teaching rote counting to higher numbers. A second reason for teaching counting from numbers other than one is that this type of counting is a preskill for early addition.
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Piaget’s theory
a. proves that infants are thinking far above their level. b. helps us better understand a child’s physical development. c. helps us better understand a child’s social development. d. provides a framework to help us better understand a child’s thinking.
When modifying test construction for students with special needs ____
a. eliminate all multiple choice questions; they are too hard b. reduce the number of possible choices on multiple-choice tests c. stress fill-in the blank items; they require less reasoning d. use lengthy matching questions; they are easier for students to do
The Maier and Verser decision making model stresses decision quality as well as _____ _______
a. decision acceptance b. decision reliability c. decision validation d. decision compatibility
Vygotsky's zone of proximal development (ZPD) has a lower limit and an upper limit. Which of the following best describes these limits?
A. The lower level is the level of skill reached by a majority of students in a class and the upper limit is the level of skill reached by the top five percent of students in the class. B. The lower limit is the level of skill reached by a child working independently and the upper limit is the level of responsibility the child can accept with assistance. C. A student's ZPD limits and "readiness to learn" are determined by the results of standardized testing. D. Teaching should begin at the lower limit of the ZPD and gradually progress toward the upper limit so that a student experiences success.